Gamification: Toward a definition

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Gamification: Toward a Definition
Abstract
This paper proposes a working definition of the term
gamification as the use of game design elements in
non-game contexts. This definition is related to similar
concepts such as serious games, serious gaming,
playful interaction, and game-based technologies.
Origins
Gamification as a term originated in the digital media
industry. The first documented uses dates back to
2008, but gamification only entered widespread
adoption in the second half of 2010, when several
industry players and conferences popularized it. It is
also—still—a heavily contested term; even its entry into
Wikipedia has been contested. Within the video game
and digital media industry, discontent with some
interpretations have already led designers to coin
different terms for their own practice (e.g., gameful
design) to distance themselves from recent negative
connotations [13].
Until now, there has been hardly any academic attempt
at a definition of gamification. Current uses of the word
seem to fluctuate between two major ideas. The first is
the increasing societal adoption and institutionalization
of video games and the influence games and game
elements have in shaping our everyday life and
interactions. Game designer Jesse Schell summarized
this as the trend towards a Gamepocalypse, ”when
Copyright is held by the author/owner(s).
CHI 2011, May 7–12, 2011, Vancouver, BC, Canada.
ACM 978-1-4503-0268-5/11/05.
Sebastian Deterding
Hans Bredow Institute for Media
Research
Warburgstr. 8-10
20354 Hamburg
s.deterding@hans-bredow-
institut.de
Rilla Khaled
IT University of Copenhagen
Rued Langgaards Vej 7
2300 Copenhagen S
rikh@itu.dk
Lennart E. Nacke
University of Saskatchewan
110 Science Place
Saskatoon,SK S7N 5C9
lennart.nacke@acm.com
Dan Dixon
University of the West of England
Coldharbour Lane
Bristol BS16 1QY
dan.dixon@uwe.ac.uk

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every second of your life you're actually playing a game
in some way“ [18]. The second, more specific idea is
that—since video games are explicitly designed for
entertainment rather than utility—they can
demonstrably produce states of desirable experience,
and motivate users to remain engaged in an activity
with unparalleled intensity and duration. Thus, game
design is a valuable approach for making non-game
products, services, or applications, more enjoyable,
motivating, and/or engaging to use.
Defining Gamification
Despite the recent emergence of the word gamification,
the underlying ideas have been previously explored
within the HCI literature, for example as playful
interaction design [5,14,19]. Thus, if gamification is to
be understood and developed as an academic concept,
the task is to determine whether the term and current
gamified applications are significantly different from
previous areas of research, and how to situate this in
relation to existing fields. We believe that gamification
does represent new research possibilities. For the group
of phenomena it represents, we propose the following
definition: Gamification is the use of game design
elements in non-game contexts. Let’s unpack this
definition in detail.
Game
Firstly, we are talking about elements of games, not of
play. While games are usually played, play represents a
different and broader category than games. We agree
with classic definitions in game studies that games are
characterized by rules, and competition or strife
towards specified, discrete outcomes or goals by
human participants [12,15]. This distinction is mirrored
in McGonigal's [13] recent coinage of the term gameful
as a complement to playful. In terms of HCI research,
this means we distinguish gamification from playful
interactions, playful design, or design for playfulness
[1,9]. In practice though, we assume that the design of
gamified applications will often give rise to playful
behaviors and mindsets.
Secondly, although the majority of current gamification
examples are digital, limiting it to digital technology
would be an unnecessary constraint. Not only are
media convergence and ubiquitous computing
increasingly voiding a meaningful distinction between
digital and non-digital artifacts, but games and game
design are transmedial categories themselves [12].
Element
Whereas serious games describes the use of complete
games for non-entertainment purposes, gamified
applications use elements of games that do not give
rise to entire games. Of course, the boundary between
game and artifact with game elements can often be
blurry: Is foursquare a game or a gamified application?
Is the purpose of foursquare primarily for
entertainment and fun, or for something else? To
complicate matters, this boundary is personal,
subjective and social: Whether you and your friends
play or use foursquare depends on your (negotiated)
perceptions and enactments. The addition of one
informal rule by a group of users may turn a gamified
application into a complete game. Within game studies,
we find increasing acknowledgement that a definition of
game must go beyond properties of the game artifact
to include such situated and socially constructed
meanings. For the present purpose, this entails that we
should (a) look for technical as well as social elements
of games and (b) interpret the technical elements more
Gamification is the use of elements
of game design in non-game
contexts. This differentiates it from
serious games and design for
playful interactions.

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as affording gameful interpretations and enactments
rather than being gameful.
Games are also a composite category. No typical
element (e.g., goals, rules) on its own constitutes a
game and most can be found outside games as well;
only assembled together do they constitute a game
[12]. Thus, how to determine which design elements
belong to the set of game elements? A liberal set—any
element found in any game—would be boundless. A
constrained set —elements that are unique to games—
would be too restrictive if not empty. We suggest
limiting gamification to the description of elements that
are characteristic to games. There is still much room
for debate over what is characteristic to games.
Non-Game Context
Together with serious games, gamification uses games
for other purposes than their normal expected use for
entertainment (asserting that entertainment constitutes
the prevalent expected use of games).
We recommend not limiting the term gamification to
specific usage contexts, purposes, or scenarios, while
noting that joy of use, engagement, or more generally
improving the user experience currently serve as
popular usage contexts. Firstly, there are no clear
advantages supporting such a restricted position.
Secondly, the murkiness of interpretations surrounding
serious games can be directly linked to how authors
who initially used the term tied it to specific contexts or
purposes (e.g., learning), whereas the class of games
satisfying the qualities of serious games has
proliferated into all kinds of contexts [17]. Thus—in
parallel to Sawyer's taxonomy of serious games—we
consider different usage contexts or purposes as
potential subcategories. Just as there are training
games, newsgames, or health games, there can be
training gamification, news gamification, health
gamification, and other application areas.
Design
HCI has a long history of repurposing game controllers
as input devices. Game engines and authoring tools are
also commonly used for non-entertainment purposes,
such as scientific visualizations. Within the serious
games literature, the term serious gaming is used to
describe the (educational) utilization of the broader
ecology of technologies and practices of games,
including machinima, reviewing games, and others
[11]. We consider it most helpful to reserve the term
gamification for references to design elements, not
game-based technologies or practices of the wider
game ecology.
When surveying the existing literature on games and
gamification, we found that game design elements were
often described on varying levels of abstraction. We
suggest including all these levels in the definition of
gamification. Ordered from concrete to abstract, one
may distinguish five levels:
1. Interface design patterns such as badges, levels, or
leaderboards [7].
2. Game design patterns [3] or game mechanics [16].
3. Design principles or heuristics: guidelines for
approaching a design problem or evaluating a
design solution.
4. Conceptual models of game design units, such as
the MDA framework [10], Malone’s challenge,
fantasy, and curiosity [14], or the game design
atoms described in Braithwaite and Schreiber [4].

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5. Game design methods, including game design-
specific practices such as playtesting and design
processes like playcentric design [8] or value
conscious game design [2].
Conclusion
This working definition is necessarily broad in order to
cover the variety of gamification examples. Still, we
believe it articulates a useful differentiation between
gamification, serious games, and playful interaction
clarifying discourse and allowing research to move into
a detailed study of the defined phenomena.
Citations
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